1. Share the topic and activity description (Include pictures)

2. What opportunities did you provide for the children to discuss issues concerning the world around them?

3. What Scientific Process Skills were used?

3. Share the voices of children.

4. What was a challenge you faced and how will you carry out this activity differently?

(One class to document outdoor learning)

• The children explored the stages of a plant’s growth and the different parts of a plant. They watched a time-lapse video of a seed growing into a plant and went outdoors to observe the parts of plants in the garden. Back in the classroom, the children created their own representations of plants through a spray-paint art activity.

• The children shared their ideas about how plants need sunlight, water, air, and soil to grow. The teacher also prompted them to think about why fallen leaves are found on the ground.

• Predicting: The children shared what they thought would happen if plants did not get water or sunlight.

• During the garden walk, Jaxel shared, “This leaf is brown because it’s old.” Nabil also shared, “The stem is long and thin. It helps the leaf drink water.”

• The teacher begins by discussing plants and herbs in the garden and asks children to observe differences in leaves. Children then go on an outdoor walk to collect leaves they like. Back in class, they create crayon rubbings of their leaves to explore colors, shapes, and lines. The activity ends with children sharing their observations about the leaf patterns with peers.

• During our garden time, children had meaningful opportunities to engage with the natural world and discuss issues around it. By identifying and naming familiar plants, they deepened their connection to their environment and practiced observation skills. Watering the plants gave them a hands-on understanding of caring for living things and the importance of nurturing nature. Planting new seeds introduced concepts of growth and responsibility for the future. The crayon rubbing activity encouraged close examination of plant textures and patterns, sparking conversations about the diversity and beauty in nature. Together, these experiences opened up space for children to reflect on how they can care for the world around them and recognize their role in protecting it.

• Prediction, observation and communication

• Sahana "Look at this banana plant! It has short and long leaves!" Kavin "This is a lime plant." Teva "I like eating food with curry leaves!"

• There is nothing I would change about this activity as I found it both fun and engaging. The children especially enjoyed the hands-on planting and the collaborative leaf rubbing, which encouraged teamwork and close observation. These experiences not only sparked their curiosity but also fostered a sense of connection and care for the natural environment.

2. The topic and series of activities allowed me to discuss how everyday items are shaped the way they are and relate to its functionality (e.g., Ground pepper is inside a cylinder-shaped container so it is easy to twist and turned into a powder). I was also able to expose to the children the environmental impact of different materials such as responsible use of resources.

3. Scientific Process Skills Used

   -Observation: Physical properties of objects

   -Classification: Grouping objects based on shared characteristics

   -Communication: Explaining the functionality of each object and describing the objects to peers

   -Comparing: Identifying similarities and differences between the shapes

4. Caydren: "My brother and sisters use a lunch box in school. We can't put it in a sphere-shaped container because the food will get mixed up"

   Jing Rui: "You need to twist to make the pepper into a powder, you cannot twist if it is inside a pyramid"

5. Challenges Faced

   Some children found it difficult to articulate the characteristics of 3D shapes and relate abstract geometric terms to everyday objects. I can set-up hands-on stations where children manipulate and sort objects that would allow them to engage their sense of touch and sight. The children can also work in pairs and have an exchange of thoughts.

1. The children explored nature by collecting a variety of leaves during an outdoor walk. Back in the classroom, they used descriptive language to observe and discuss the lines, textures, shapes, and colours of their leaves. Using paintbrushes, they applied primary colours to the leaves and pressed them onto paper to create vibrant leaf prints. The children also experimented with colour mixing, discovering how two primary colours can combine to make a new one. The activity concluded with a sharing session, where each child proudly presented and described their artwork to the class.

2. Opportunities provided for children. (1) Using descriptive language to talk about the lines, texture, shape, and colour of leaves. (2) Asking open-ended questions. For example, “What do you notice about this leaf?” and “How does it feel?”

3. Scientific process: observing and predicting

4. Voices of the children:

Elios: This leaf is big. It’s (shaped) like an oval!

Alexandra: I mixed red and yellow, it (turned) orange.

Morgan: There are long and short lines on the leaves.

Kayden: (My leaf) is rough.

5. Challenges: The children collected too many leaves and struggling to choose which ones to use and some prints didn’t come out clearly. In future, I will remind the children how to press the leaf firmly and evenly. When collecting leaves, I will provide examples of what makes a good leaf for printing such as flat, textured, not too dry as it tends to break when pressed on the paper.

1. The children were exposed to ramps and explored how different materials move, observing whether objects roll or slide. They actively tested various items, made predictions, and recorded their observations, developing early scientific thinking through hands-on exploration.

2. While learning about ramps, children had opportunities to discuss real-world issues such as accessibility, transportation, problem-solving, and sustainability. Through hands-on exploration and questioning, they connected ramp use to everyday life and community needs.

3. The scientific methods used by the children during the ramp activity included:

1.⁠ ⁠Observation – Watching how different objects moved on the ramps.

2.⁠ ⁠Questioning – Asking which objects would roll or slide.

3.⁠ ⁠Predicting – Making guesses about what would happen before testing.

4.⁠ ⁠Experimenting – Placing different materials on ramps to see how they moved.

5.⁠ ⁠Recording Data – Writing down or drawing what they observed.

6.⁠ ⁠Comparing Results – Noticing differences in how objects behaved.

7.⁠ ⁠Conclusion – Understanding which shapes or materials roll or slide and why.

4. Alven - ⁠“Look, this round objects rolls faster than the block!”

   Yu Chen - "Flat objects like blocks will just slide down the ramps, and it moves slowly"

   Mayra - "This object also rolls faster!"

   
   

5. The activity was kept consistent because the children faced no challenges and remained engaged, allowing them to focus fully on exploring and learning without interruptions.

The children had the opportunity to explore the topic of wind and how it affects the movement of different materials. They had the opportunity to predict which materials would stay afloat the longest and tested them out.

2. The children naturally linked this to their experience of seeing plastic bags flying around outside along the road, and how they see tissue papers or a single sheet of paper flying around the classroom when there are strong winds. They then linked it back and discussed how these lightweight materials could fly around easily compared to heavier items.

3. Observation, prediction, communication

4. Yong Xin: I know the plastic will fly the longest because I always see plastic bags flying around outside and it is very light.

Jeremiah: I think the scarf will drop on the floor first because I can see holes on it.

4. I would like to extend the children's learning by letting them test this out with three different types of plastic, so that they can observe if all plastics move easily with the wind.

The activity opened up opportunities to talk about how temperature affects water in daily life, such as why ice melts in the sun, or why warm water can feel soothing compared to cold water. These discussions encouraged children to think about natural processes around them and how changes in temperature can affect their environment.

Observing – watching how the food colouring moved in different cups.

 Comparing – noting the differences in speed between warm and cold water.

 Predicting – guessing what might happen before dropping the food colouring in.

 Communicating – sharing their observations and ideas with peers.

Voices of Children

 • “The colour is going faster in the hot water!”

 • “Cold water is slower, like it’s sleeping.”

 • “I think the hot one is moving because it’s excited.”

1. Children were to create ramps using different number of blocks and form ramps of different height. Children then predict which number of blocks will allow the car to slide the furthest.

2. When children build ramps with blocks and see how far a car slides, they start to notice how things move and change. This helps them ask questions like, “Why did the car go far on this ramp?” or “What happens if the ramp is taller?” These questions help them understand how things work around them, like cars going up hills or sliding down slides.

   They can also talk about things they see every day—like roads, playgrounds, and toys—and how they move differently depending on how steep or smooth they are.

3. Predicting – They guessed which ramp (number of blocks) would make the car slide the furthest.

   Experimenting – They tested different ramps by changing the number of blocks.

   Communicating – They talked about what they saw and shared their ideas about why the car moved differently.

4. Sherbelle: My ramp have 4 block.

   Kayra: My ramp is shorter then Kayra's one.

5. Ensuring children change only the number of blocks (ramp height) while keeping other factors the same as some of them would start the car from a different starting point.

1. The children identify edible and inedible plants through exploring the garden and watering their planters to observe their growth.

2. The children were able to identify edible (banana, aloe vera, curry leaves) and inedible (boat lily plant). They also contributed to the planters at the garden by watering them, gaining awareness of their growth throughout the weeks as they visited the planters often.

3. Scientific process skills: Communicating their observations with each other

4. Carry out differently: Teacher to show more pictures of what these edible plants are like (e.g., aloe vera plant to aloe vera jelly) instead of relying on the STEAM visuals at the garden (too small pictures). Teacher can read books on edible and inedible plants too.